Cognitive Load Scale Research Articles

Examining the relationships between cognitive load, anxiety, and story continuation writing performance: a structural equation modeling approach

Previous studies have left a significant gap in researching the relationships among affective variables, cognitive factors, and learning outcomes in second language (L2) writing. To fill in this research gap, the present study set out to unveil the relationships between L2 writers’ cognitive load, anxiety, and writing performance. A total of 197 Grade 12 students from a Chinese public high school were recruited. Participants were required to complete a story continuation writing task (SCWT), the L2 Writing Cognitive Load Scale, and the L2 Writing Anxiety Scale. Structural equation modeling showed that: 1) L2 learners’ cognitive load had a direct effect on writing anxiety which in turn directly impacted SCWT performance; 2) L2 writing anxiety fully mediated the effect of cognitive load on SCWT performance; and 3) Cognitive load mainly influenced cognitive anxiety, a subcomponent of writing anxiety. The implications of the findings for L2 teaching and learning are discussed.

Investigating the Effects of Artificial Intelligence-Assisted Language Learning Strategies on Cognitive Load and Learning Outcomes: A Comparative Study

This study investigates the impact of AI-assisted language learning (AIAL) strategies on cognitive load and learning outcomes in the context of language acquisition. Specifically, the study explores three distinct AIAL strategies: personalized feedback and adaptive learning, interactive exercises with speech recognition, and intelligent tutoring with data-driven insights. The research employs a pretest-posttest random assignment experimental design, utilizing three experimental groups and a control group, with a total of 484 EFL students specializing in teaching English as a foreign language participating in the study. Data collection involves pre- and post-tests, questionnaires, and interviews to assess the influence of AIAL strategies on cognitive load and learning outcomes. Cognitive load is measured using the Cognitive Load Scale, while pretest-posttest assessments evaluate the efficacy of AIAL interventions across various language skills. These results contribute to the existing body of AIAL research by offering empirical evidence for the effectiveness of specific strategies in optimizing language learning experiences. The implications of this study extend to educators, researchers, and developers in the field of AIAL, emphasizing the potential of AIAL to enhance language acquisition processes and inform instructional design practices.

Wings of Knowledge: Navigating Learner Confidence and Cognitive Load in Avian Radiography with a Low Fidelity Model

In veterinary first opinion practice, radiography is an important diagnostic tool for avian patients. Teaching of such diagnostic skills to learners is usually conducted using teaching models in clinical skills laboratories. The aim of this work is to evaluate the impact of using a teaching model for avian radiography positioning by measuring learner's cognitive load, confidence, satisfaction, and assessing learning by OSCE assessment. An avian radiography positioning model was created and evaluated with pre- and post-Likert questions on confidence, a pre and post 9-point cognitive load scale, an OSCE assessment (max score = 20), and post Likert questions on satisfaction. Thirty-two undergraduate veterinary medicine and veterinary nursing students participated in the study. The results showed the cognitive load of participants was high and did not change with the use of a physical model ( p = .882). Participants exhibited increased confidence in avian radiography positioning (pre; M = 2, post; M = 4, p < .001) and expressed high overall satisfaction with the model (x̄ = 4.6, no negative or neutral Likert responses). The OSCE results demonstrated a higher pass rate mean (82%) for the positioning tasks compared to the collimation and centering tasks (53%). Overall, the model was well received by learners with increased confidence and a satisfactory learning experience in a clinical skill for exotics species. These findings suggest the avian radiography positioning model is an effective model to train students to position avian patients for radiography.

Measuring cognitive loads and attitudes of pre-service teachers in computer based testing environment

This study aimed to reveal the attitudes of the students who were subjected to measurement and evaluation in an online testing environment towards the computer based testing (CBT) platform and the factors that affect their attitudes. It also examined the students’ cognitive loads in the exam designed with multimedia elements from message design principles by using the facilities of this platform. The study was conducted with a case study design. The participants consisted of 32 students. Participants took a previously used and redesigned English achievement test based on the multimedia design principle. Then, cognitive load scale and attitude towards computer scale were implemented. In addition, seven volunteer participants were interviewed. The results of the study showed that factors such as students’ equipment advantage, time, success, flexibility, individuality and less mental effort affected the participants’ attitudes towards the CBT environment. A significant difference was found between the scores of the participants in the cognitive load scale and the duration of the exam. There was a low and positive correlation between the cognitive load score of the participants for the listening test and the time to complete these questions, and a low and negative correlation between the correct answer scores of the participants in the listening test.

Cognitive load scale in learning formal definition of limit: A rasch model approach

Constructing proofs for the limit using the formal definition induces a high cognitive load. Common assessment tools, like cognitive load scales, lack specificity for the concept of limits. This research aims to validate an instrument tailored to assess cognitive load in students focused on the formal definition of limits, addressing the need for diverse strategies in education. The research employs a quantitative survey design with a Rasch model approach, utilizing a data collection instrument in the form of a questionnaire. Subsequently, the data are analyzed by focusing on three aspects: (1) item fit to the Rasch model, (2) unidimensionality, and (3) rating scale. A total of 315 students from three private universities in Banten participated as research respondents. The findings of this study affirm the validity of the cognitive load scale centered on the formal definition of limit, meeting the stringent standards set by Rasch modeling. Additionally, the results of the study provide evidence of the scale’s adherence to the monotonic principle of the Rasch model. These outcomes contribute to a comprehensive understanding of cognitive load in the context of learning formal definition of limit, providing a solid foundation for instructional design and assessment strategies.

Healthcare Students’ Anxiety, Cognitive Load, and Trait-mindfulness during Interprofessional obstetric Simulation Training

Background Simulation anxiety can hinder healthcare students' learning. Trait-mindfulness may help reduce learners' anxiety and improve their cognitive load during simulation training. However, the relationship between healthcare students' anxiety, trait mindfulness, and cognitive load has not been studied together during undergraduate interprofessional obstetric emergency simulation training. Methods This observational correlational research examined the relationship between healthcare students' anxiety, trait-mindfulness, and cognitive load. Furthermore, it examined whether healthcare students' trait-mindfulness can moderate the effect of anxiety on cognitive load during undergraduate interprofessional obstetric emergency simulation training. Forty-six undergraduate medical and nursing students were enrolled in this study. Each participant (in a team of 3 to 4) completed one postpartum hemorrhage scenario. The French versions of the State-Trait Anxiety Inventory (STAI-Y; Gauthier & Bouchard, 1993), the Mindfulness Attention Awareness Scale (Germann et al., 2009), and Paas’s cognitive load scale (Paas, 1992) were used to measure anxiety, trait-mindfulness, and cognitive load, respectively. Results The study results show a positive correlation between healthcare students’ state-anxiety and cognitive load. Additionally, healthcare students’ mindfulness moderated the effect of state-anxiety on cognitive load during simulation training. Discussion As a personality trait, healthcare students’ mindfulness is associated with reduced simulation anxiety and improved cognitive load during obstetric emergency simulation training. Besides the learning tasks and simulation environment characteristics, simulation instructors should consider healthcare students’ anxiety and mindfulness to optimize their cognitive load during simulation training. Conclusion The study demonstrated that healthcare students’ trait mindfulness mitigates the magnitude of simulation anxiety on cognitive load during emergency simulation training. It suggests further examining healthcare students’ personality traits to detect potential interactions of their traits with the simulation learning process.

The effects of Multiple Representation Method and Prior Knowledge Level on Problem Solving Skills and Cognitive Load

In this study, the effect of multiple representation method and prior knowledge level in solving ill-structured problems was investigated. Quasi-experimental and 2x2 (multiple representation method x prior knowledge level) factorial designs were used in the study. The study group consists of 39 undergraduate students. The dependent variables of the study were determined as problem solving skills, cognitive load, and permanence. The independent variables were considered as multiple representation method (step-by-step, holistic) and prior knowledge levels (novice, expert). Prior knowledge level test, problem solving skills test and cognitive load scale developed to measure the variables were used as data collection tools within the scope of the study. The data was analysed with two-way analysis of variance and independent groups t-test as the data obtained from the data collection tools exhibited normal distribution. In the results that were significant in the analysis, Cohen (d) in the independent groups t-tests and eta-square (η2) in the two-way analysis of variance were also shown. As a result of the research, it is evident that the level of prior knowledge and the interaction (interaction effect) of the level of prior knowledge and the multiple representation method affect problem solving skills. In addition, it was concluded that the interaction of multiple representation method and prior knowledge level was statistically significant in terms of cognitive load variable. The findings supported the expertise reversal effect.

Virtual Simulation in Nursing Education: Headset Virtual Reality and Screen-based Virtual Simulation Offer A Comparable Experience

BackgroundSimulations have become widely used in health care education to enhance learner preparedness. Virtual simulations, both screen- or headset-based, provide nursing students with the ability and flexibility to practice patient care at their convenience and obtain valuable automatic feedback before treating patients. While cheaper than in-person simulations and effective in teaching students, limited work exists to provide guidance concerning which modality type (screen-based or headset) offers an optimal interactive learning experience. MethodsWe compared nursing students’ (n = 29) performance (Oxford Medical Simulation software-generated score), ratings of usability (system usability scale and handheld augmented reality usability scale), cognitive load demands (Leppink's cognitive load scale), and emotions (medical emotions scale) between the two modalities, while keeping the virtual simulation constant. ResultsBoth modalities yielded statistically comparable results in performance scores, usability, cognitive resources, and emotional experiences as determined by statistical analysis. ConclusionResults suggest that nursing students have similar experiences and benefits from using headset and screen-based virtual simulation modalities. Therefore, educators have the flexibility to choose between screen-based and headset modalities for virtual simulation training.

Validation of response processes in medical assessment using an explanatory item response model

Response process validation is a crucial source of test validity. The expected cognitive load scale was created based on the reflection of the mental effort by which borderline students solve an item defined by experts. The stem length affects the students' extraneous cognitive load. The purposes of this study were to develop an exam for medical students and corroborate the response process validity by analyzing the correlation between the expected cognitive load, stem length, and the difficulty. This was a correlational study. Five medical teachers as the experts and 183 third-year medical students were enrolled from the Faculty of Medicine, Prince of Songkla University, Thailand. The instruments used were a medical physiology exam and a three-level expected cognitive load evaluation form judged by medical teachers. Data were analyzed using an explanatory item response model. The test consists of 20 items and 21 possible scores. The median score was 8, with a quartile deviation of 1.5. Nine items had long stems (more than two lines). Sixteen items were judged as high (level 2 or 3) expected cognitive load. When adding the expected cognitive load in a Rasch model, the expected cognitive load significantly correlated with item difficulty. In the Rasch model that included both the expected cognitive load and stem length, a long stem had a greater effect on item difficulty than low expected cognitive load. However, the Rasch model showed the best fit. The long stem had a stronger correlation with test difficulty than expected cognitive load, which indirectly implied response process validity. We suggest incorporating stem length and expected cognitive load to create an appropriate distribution of the difficulty of the entire test.

Did the general practice residents well adapt to real public health prevention ——a study from the COVID-19 prevention training in China

ObjectGP residents’s has the obligation to take task with the public health prevetion. GP residents receive the public health training during their college study period and the residents training.The sudden outbreak of the COVID-19 epidemic, highlight the importance and competence of the community prevention as the front line of epidemic prevention and control, pushing the general practitioner (GP) residents into the front team of epidemic prevention and control. Residents’ participation in epidemic prevention and control is not only a field workload participation in public health disease prevention and control, but also a rare and value-oriented training experience. This study aims to explores the research on the training content, ability improvement and cognitive load of the resident, and to demonstrate past and future training effects of epidemic prevention and control.MethodsObject cognitive load scale (NASA-TLX scale) and self-developed questionnaires were adopted to conduct a questionnaire survey on resident doctors who were in GP training program from West China Hospital of Sichuan University, and finally 190 questionnaires were collected. SPSS 23.0 statistical software for statistical analysis of data.ResultMost indicators of cognitive load NASA scale are at a “moderate” level by the GP residents, generally indicating that the intensity of on-site epidemic prevention and control (training) can be tolerated. The chi-square test is used to study the status of “How responsible you are for epidemic prevention and control in a community in the future”, the residents grade shows no significant difference while “ how many months after the outbreak when you participated in the epidemic prevention” shows significant difference, the result show that GP residents already have konwledge and skills for the public health prevetion, they need more attitude and mental preparation. Continuing education will have a significant positive relationship with the GP residents’s confidence of the prevetion ofpublic health prevetion.ConclusionFormer medical school education and training at the regulatory training stage have a good effect for residents to master the ability of epidemic prevention and control, and to prepare for the needs of epidemic prevention and control physically and mentally. After this stage, the epidemic prevention and control training under the real situation will make a great contribution to the self-assessment and performance improvement of the final general practitioners.

Digital Storytelling in an Online EFL Course: Influences on Speaking, Vocabulary, and Cognitive Load

Digital Storytelling (DS) is an alternative instructional tool for language teaching to make the relevant process more engaging through the use of technology and to facilitate effective language learning. This single case study explored the impact of DS in an online EFL lesson on speaking and vocabulary achievement in consideration to cognitive load effect. The study utilized mixed-design analysis strategies as quantitative tests (pre-and post-vocabulary test, speaking evaluation rubric, cognitive load scale) with 33 Turkish EFL learners studying at tertiary level who participated in an online English course and interviews with 21 volunteers. Quantitative findings revealed increased vocabulary achievement after DS use and improved English-speaking skills in terms of spoken grammar, vocabulary use, fluency and coherence, and pronunciation after repeated DS use in three stories, despite high level of cognitive load due to technical incompetency of the participants. In addition, the results obtained from the qualitative data match with the results of the quantitative data in terms of positive evaluations on the impact of DS for vocabulary use, error correction, sentence formation, pronunciation, and self-study. DS can also be effectively used in online EFL education by eliminating the drawbacks of students’ digital incompetency at tertiary level. The results of this study are expected to shed light on the practitioners aiming to use DS in online language learning for teaching speaking and improving vocabulary achievement.

The Effects of a Cloud-Based Blended Learning Environment on Students' Achievement, Persistence and Cognitive Load

Purpose: The aim of this study was to examine the effect of cloud-based blended learning environments on the achievement,persistency, and cognitive load of vocational high school students. Moreover, the study aimed to determine the students’opinions on the effectiveness of the blended learning environments they used.Design/Methodology/Approach: 6-week implementation was conducted using MoodleCloud, through a course created withcontent prepared to be in line with multimedia design principles.The study group consisted of 33 individuals in total, with 17students in the experimental group and 16 in the control group. The research model applied in the study was semiexperimental, with data collection tools consisting of an Achievement Test, a Practice Exam, a Scale for Measuring theEffectiveness of Blended Learning Environments, and a Cognitive Load Scale. During analysis of the collected data, t-test,ANCOVA, Mann-Whitney U test, Pearson Correlation Coefficient, and descriptive statistics were used.Findings: The findings of the study concluded that students in the Experimental Group achieved significantly higher scores inthe Achievement Test and Practice Exam than those in the Control Group. On the other hand, there was no significantdifference found to exist between the two groups in terms of the Persistency Test. Regarding their cognitive load scores, asignificant difference was found to exist between the students who studied within a blended learning environment and thosewho studied in a face-to-face learning environment, but this was only for Week 5 of the implementation, whereas there wereno significant differences found for any of the other weeks. Moreover, it was concluded that there was no significantcorrelation found between the cognitive load and the success of the students. In addition, it was notable that the students heldmore positive views about the blended learning environment over the other environments.Highlights: it may be said that the education applied within the cloud-based blended learning environment had a positiveeffect on the students’ academic success. The significant difference revealed in Week 5 may suggest that the cognitive load ofstudents may decrease when the implementation time is extended.

The Role of Error Correction in Teaching and Learning of English from the Cognitive Load Perspective: A Case Study

In second language teaching and learning, making errors is inevitable as language learning requires a lot of cognitive effort and concentration on the part of learners. Understanding the types and frequencies of student errors is, therefore, an important issue for ESL and EFL teachers to determine how students can be helped to improve their skills through instruction. This case study focuses on the frequency and types of errors and aims to identify any possible relationship between learner-based errors and the perceived cognitive load of the student. Data was received through 36 essays written by an adult learner of English who received 104 hours of formal instruction. The instruction was designed pursuing Cognitive Load Theory (CLT), and corrective feedback was provided. At the end of each month, a subjective cognitive load scale was applied to identify the perceived cognitive load of the learner. Errors were regarded as indicators of the student’s developmental competence and were analyzed not as a failure but as a sign in reflecting the learner’s progress. The results revealed that an improvement in the writings of the learner can be observed when the perceived cognitive load of the learner is lowered in the second language learning process.

Digital Infographics Design (Static vs Dynamic): Its Effects on Developing Thinking and Cognitive Load Reduction

The current study investigates the effect of the difference between two styles of infographics (static vs. dynamic) on developing visual thinking and reducing the cognitive load of grade six students in their science course. The researcher relied on the quasi-experimental design. The random sample population included 40 students who were divided into two equal experimental groups: the first group of students was exposed to static infographics, while the second was exposed to dynamic infographics. The experimental treatment of independent variables was done by Wepik and Vyond web applications. Data were collected by two tools, a Visual Thinking Test (prepared by the researcher) and a Cognitive Load Scale (NASA-TLX). The results indicated that there was a significant impact of dynamic infographics on developing students’ visual thinking and reducing their cognitive load compared with static infographics. This can be attributed to the diverse stimuli and multimedia elements that dynamic infographics provide, which are compatible with the students’ tendencies and abilities, as well as their learning, cognitive and perception styles. Furthermore, the presentation of concepts in a sequential and orderly manner can allow for in-depth understanding and assimilation with a limited cognitive load.

Psychometric Properties for Multidimensional Cognitive Load Scale in an E-Learning Environment.

(1) Background: A learner’s cognitive load in a learning system should be effectively addressed to provide optimal learning processing because the cognitive load explains individual learning differences. However, little empirical research has been conducted into the validation of a cognitive load measurement tool (cognitive load scale, i.e., CLS) suited to online learning systems within higher education. The purpose of this study was to evaluate the psychometric properties of the CLS in an online learning system within higher education through the framework suggested by the Standards for Educational and Psychological Testing. (2) Methods: Data from 800 learners were collected from a cyber-university in South Korea. The age of students ranged from 20 to 64. The CLS was developed, including three components: extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. Then, psychometric properties of the CLS were evaluated including reliability and validity. Evidence relating to content validity, construct validity, and criterion validity were collected. The response pattern of each item was evaluated on the basis of item response theory (IRT). Cronbach’s α was computed for reliability. (3) Results: The CLS presented high internal consistency. A three-factor model with extraneous cognitive load, intrinsic cognitive load, and germane cognitive load was suggested by exploratory and confirmatory factor analysis. This three-factor model is consistent with the previous research into the cognitive load in an offline learning environment. Higher levels of the extraneous cognitive load and intrinsic cognitive load were related to lower levels of academic achievement in an online learning environment, but the germane cognitive load was not significantly positively associated with midterm exam scores, though it was significantly related to the final exam scores. IRT analysis showed that the item-fit statistics for all items were acceptable. Lastly, the measurement invariance was examined through differential item functioning analysis (DIF), with the results suggesting that the items did not contain measurement variance in terms of gender. (4) Conclusions: This validation study of the CLS in an online learning environment within higher education assesses psychometric properties and suggests that the CLS is valid and reliable with a three-factor model. There is a need for an evaluation tool to take into account the cognitive load among learners in online learning system because the characteristics of learners within higher education were varied. This CLS will help instructional/curriculum designers and educational instructors to provide more effective instructions and identify individual learning differences in an online learning environment within higher education.

Students’ Perception of Cognitive Load in an Accelerated DPT Program with a Blended Curriculum

Administrators and educators in higher education are interested in how academic tutoring services and gender impact perceptions of cognitive load and, therefore, students’ academic success. However, a lack of evidence existed in the literature regarding physical therapy students’ perception of cognitive load in an accelerated Doctor of Physical Therapy program with blended learning. Participants in this quantitative, non-experimental study completed the adapted Cognitive Load Scale to indicate their perception of cognitive load, participation in academic tutoring services, gender, and age. The DPT students perceived high cognitive overload, but a t value of 0.37 and a p value of 0.71 indicated that their perception was not significantly related to gender. Further, a t value of -3.09 and a p value of 0.005 indicated that academic tutoring services played a vital role in minimizing the perception of cognitive overload. However, the p value of 0.11 of the parametric multiple linear regression analysis and the p value of 0.59 of the interaction term indicated no moderating relationship between academic tutoring services and gender. This evidence may assist physical therapy administrators and educators of DPT students in re-structuring blended learning programs and accelerated curricula to reduce student perceptions of cognitive overload.

The reality of the cognitive burden of the methods of teaching physical education for male and female teachers of Al-Karkh Al-Thania Education Directorate

The aim of the research is to build a cognitive load scale for the methods of teaching physical education for male and female teachers of the eduction for male and female teachers of the second karkh Education Directorate , and to identify the details of the leval of cognitive burden for the methods of teaching physical education forthem . Baghdad Al - Karkh /2 numbering (59) individuals , all of them were chosen deliberately at a rate of (100%) , and then they wrer divded into three samples ( contruction , exploratory and application ) according to the requirements of the research , and a specialized cognitive burden scale was built for the sample and the specificity of this The research is according to the determinants of measurement and evaluation , and its application in apaper form with direct measurement , as the time prtiod for procedures and application took from 5l1l2021 to 28l2l2021 and after data was obtained , it was processed using the (SPSS) system to be the only extracts and applicatons from this research in that Teachers of physical education in middle school need to schedule and properly codify the information the receive about how to evaluate , and the need to rely on official sources about virtual classroom information and e-learning by reducing its momentum on their minds , and it is necessary that continuous development courses have reakistic goals and do not cause a cognitive burden . and exhausting them, and it is necessary to find open channels of communication to help them identify useful inforomation from non- improvised scintific sources

Using a 360° Virtual Reality or 2D Video to Learn History Taking and Physical Examination Skills for Undergraduate Medical Students: Pilot Randomized Controlled Trial

BackgroundLearning through a 360° virtual reality (VR) or 2D video represents an alternative way to learn a complex medical education task. However, there is currently no consensus on how best to assess the effects of different learning materials on cognitive load estimates, heart rate variability (HRV), outcomes, and experience in learning history taking and physical examination (H&P) skills.ObjectiveThe aim of this study was to investigate how learning materials (ie, VR or 2D video) impact learning outcomes and experience through changes in cognitive load estimates and HRV for learning H&P skills.MethodsThis pilot system–design study included 32 undergraduate medical students at an academic teaching hospital. The students were randomly assigned, with a 1:1 allocation, to a 360° VR video group or a 2D video group, matched by age, sex, and cognitive style. The contents of both videos were different with regard to visual angle and self-determination. Learning outcomes were evaluated using the Milestone reporting form. Subjective and objective cognitive loads were estimated using the Paas Cognitive Load Scale, the National Aeronautics and Space Administration Task Load Index, and secondary-task reaction time. Cardiac autonomic function was assessed using HRV measurements. Learning experience was assessed using the AttrakDiff2 questionnaire and qualitative feedback. Statistical significance was accepted at a two-sided P value of <.01.ResultsAll 32 participants received the intended intervention. The sample consisted of 20 (63%) males and 12 (38%) females, with a median age of 24 (IQR 23-25) years. The 360° VR video group seemed to have a higher Milestone level than the 2D video group (P=.04). The reaction time at the 10th minute in the 360° VR video group was significantly higher than that in the 2D video group (P<.001). Multiple logistic regression models of the overall cohort showed that the 360° VR video module was independently and positively associated with a reaction time at the 10th minute of ≥3.6 seconds (exp B=18.8, 95% CI 3.2-110.8; P=.001) and a Milestone level of ≥3 (exp B=15.0, 95% CI 2.3-99.6; P=.005). However, a reaction time at the 10th minute of ≥3.6 seconds was not related to a Milestone level of ≥3. A low-frequency to high-frequency ratio between the 5th and 10th minute of ≥1.43 seemed to be inversely associated with a hedonic stimulation score of ≥2.0 (exp B=0.14, 95% CI 0.03-0.68; P=.015) after adjusting for video module. The main qualitative feedback indicated that the 360° VR video module was fun but caused mild dizziness, whereas the 2D video module was easy to follow but tedious.ConclusionsOur preliminary results showed that 360° VR video learning may be associated with a better Milestone level than 2D video learning, and that this did not seem to be related to cognitive load estimates or HRV indexes in the novice learners. Of note, an increase in sympathovagal balance may have been associated with a lower hedonic stimulation score, which may have met the learners’ needs and prompted learning through the different video modules.Trial RegistrationClinicalTrials.gov NCT03501641; https://clinicaltrials.gov/ct2/show/NCT03501641

Real Workload-Situated Training in COVID-19 Prevention of General Practice Residents in China: A Situated Cognition Study.

Objective: The participation of general practice (GP) residents in COVID-19 prevention and control tasks touched workload participation in public health and disease prevention and control and was also a rare, valuable training experience for the residents and research material for medical education. This experience contributed to the understanding of three key points: First, was the content of the COVID-19 prevention task suited to them, or did it overload them in the present? Second, their competence in the COVID-19 prevention task reflected whether the early medical school training was sufficient or not. Third, what can be drawn from this study to promote public health training in the future? This study aimed to explore these issues by conducting a real epidemic situated training (REST) program.Methods: A situated cognition study was designed that included situational context design, legitimate peripheral participation, and the construction of a community of practice. The Task Cognitive Load Scale (NASA-TLX Scale) and self-developed questionnaires were adopted to conduct a questionnaire survey of resident doctors in a GP training program from West China Hospital of Sichuan University, and 183 questionnaires were collected. SPSS 23.0 statistical software was used for the statistical analysis of data.Results: The NASA scale showed that the intensity of field epidemic prevention and control (training) was tolerable. In particular, there was statistical difference in the cognitive load intensity of training before and after the epidemic occurred at different time points (P < 0.05). This shows that they were early trained and well-prepared before sudden outbreak of the COVID-19. Before the outbreak of the epidemic, the public health knowledge and training received came from undergraduate education (83.16%), early residents program training (69.47%), online self-study (49.16%), and continuing education (20.53%).Conclusion: Former medical school education and training at the regulatory training stage have a good effect and enable residents to master the skills required for epidemic prevention and control and to physically and mentally prepare for the task. After this stage, epidemic prevention and control training in real situations will make important contributions to the self-assessment and performance improvement of public health training.

أثر مستويات توظيف الأسئلة الضمنية بالفيديو المواضيعي عبر الويب على تنمية مهارات تصميم نموذج ريادة الأعمال الابتکارية وخفض العبء المعرفي لدى طلاب کلية التربية النوعية

هدف البحث الحالي الکشف عن أثر مستويات توظيف الأسئلة الضمنية (المنخفض/ المتوسط/ المرتفع) بالفيديو المواضيعي عبر الويب على تنمية مهارات تصميم نموذج ريادة الأعمال الابتکارية وخفض العبء المعرفي بمقرر الابتکار وريادة الاعمال لدى طلاب کلية التربية النوعية، تم الاعتماد على التصميم التجريبي (3×1) بحيث تضمن التصميم التجريبي المتغير المستقل مستويات توظيف الأسئلة الضمنية (منخفض/ متوسط/ مرتفع) بالفيديو المواضيعي عبر الويب، وثلاث متغيرات تابعة وهي التحصيل الدراسي؛ مهارات تصميم نموذج ريادة الأعمال الابتکارية؛ خفض العبء المعرفي بمقرر الابتکار وريادة الاعمال. وتمثلت أدوات البحث في اختبار تحصيلي، وبطاقة تقييم نموذج ريادة الأعمال الابتکارية، ومقياس العبء المعرفي. وتکونت عينة البحث من 120 طالبا وطالبة تم تقسيمهم إلى ثلاثة مجموعات بالتساوي حسب مستوى توظيف الأسئلة الضمنية. وتم استخدام برنامج SPSS لاختبار فروض البحث. وتوصلت نتائج البحث إلى: وجود تأثير إيجابي لمستويات توظيف الأسئلة الضمنية (منخفض/ متوسط/ مرتفع) بالفيديو المواضيعي عبر الويب على تنمية کل من التحصيل الدراسي، ومهارات تصميم نموذج ريادة الأعمال الابتکارية، ولکن تفوقت المجموعة التجريبية الثانية التي اتبعت مستوى توظيف الأسئلة الضمنية المتوسط بالفيديو المواضيعي عبر الويب في تنمية کل من التحصيل الدراسي، ومهارات تصميم نموذج ريادة الأعمال الابتکارية، وخفض العبء المعرفي، عن المجموعة الأولى التي اتبعت مستوى توظيف الأسئلة الضمنية المنخفض، والمجموعة الثالثة التي اتبعت مستوى توظيف الأسئلة الضمنية المرتفع. الکلمات المفتاحية: الفيديو المواضيعي، الأسئلة الضمنية، نموذج ريادة الأعمال الابتکارية ، العبء المعرفي. Abstract: The current research aimed to detected effect of the levels of appointment embedded questions (low/ medium/ high) in the thematic video over the web on developing the skills of designing an innovative entrepreneurship model and reduce the cognitive load to Innovation and Entrepreneurship course for students of the faculty of specific education. The experimental design based on (3×1) was relied upon so that the independent variable experimental design included the levels of appointment embedded questions (low / medium / high) in the thematic video over the web, on the dependent variables, which are and three dependent variables: academic achievement; innovative entrepreneurship model design skills; reduce the cognitive load in the innovation and entrepreneurship course. Research tools consisted of an achievement test, an innovative entrepreneurship model assessment card, and a cognitive load scale. The research sample consisted of 120 students, and they were divided into three groups equally according to the level of employment of the implicit questions. It has been used SPSS program to test hypotheses. The search results explained that: there is a positive impact of the levels of appointment embedded questions (low/ medium/ high) in the thematic video over the web on the development of both academic achievement and innovative entrepreneurship model design skills, But the second experimental group that followed the levels of appointment embedded questions medium in the thematic video over on the development the web of both academic achievement and innovative entrepreneurship model design skills and reduce the cognitive load, For the first group that followed the levels of appointment embedded questions low, and the third group that followed the levels of appointment embedded questions high. Key words:Thematic Video, Embedded Questions, Innovative Entrepreneurship Model, Cognitive Load.